Educational argument in Austrian teachers' journals in the late nineteenth century.

Autor/in	Gerdenitsch, Claudia
Titel	Educational argument in Austrian teachers' journals in the late nineteenth century.
Quelle	Aus: History of schooling. Frankfurt, Main: Peter Lang (2014) S. 233-250 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-63367-0; 978-3-653-04743-1
DOI	10.3726/978-3-653-04743-1
Schlagwörter	Kommunikation; Medien; Presse (Publizistik); Bildungspolitik; Kommunikation; Lehrerbildung; Österreich; Schule; Lehrmittel; Bildungspolitik; Medien; Schule; Lehrerbildung; Lehrmittel; Geschichte (Histor); Österreich
Abstract	'Educational argument' is an ambiguous concept. It may describe an argument for education in terms of institutions, topics and methods, and in terms of purposes and ends, too. But 'educational argument' can also mean educative argument, aimed at changes of professional identity. In both cases, 'educational arguments' are multi-layered, because they combine educational elements (in a strict sense), with political, professional, humanistic, and anthropological parts. The combination can be full of variation, depending on the political, social and educational context framing the argument, but also depending on the educational and/or professional goal intended. In this chapter I want to trace professional reflection in the teachers' press in the late nineteenth century. How did such reflection portray the specific educational approach to educational topics at that time and how did it reveal the professional identity of the teachers?
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1